The Real (character/life changing) lesson...

 Remember to look for conflict, and change, two essential elements of stories, short or long (and life!). Attend to the relationships between Ms Moore and the group, and between Sug and the first person narrator (Sylvia), but especially consider how Sylvia changes. It may be productive to consider this as Sylvia's story, in this sense (i.e., consider her as the point of view character, or the one who undergoes the most significant change in the story; remember, character change can often be subtle, and is not always obvious, but implied through details of set, action, narrator observations... the final scenes of the story esp. significant).  

Note how the terms of Sylvia's competition with Sug change, and how Ms Moore makes use of Sylvia's competitive nature to effect the more significant "lesson." Note also how Sylvia's attitude toward Ms Moore changes, how she eventually gains respect for Ms. Moore (this is subtly apparent in one particular scene toward the end of the story, in the way she frames a comment of she makes about Ms. Moore's) and subtle suggestions that she responds in a much deeper way to her experiences at the toy store than the others do. How do Sylvia's behavior and comments toward the end of the story suggest she has found a new purpose in life and how does this contrast with earlier attitudes and behavior? Notice also Sylvia's responses to particular experiences during the visit to  FAO Schwartz, such as her reaction/response to the cost of the sailboat.  Notice also her analysis of the clown, her description of the subway tracks, the final scenes between her and Sug and her alone.  How do we see Sylvia beginning to change, and her struggle with accepting the burden of critical consciousness? How does Sylvia's "analysis" of the clown toy after the trip differ from Sug's awareness? Of the two, Sug and Sylvia, who has learned the deeper "lesson" of the story? I.e., what does being "educated" or learning mean in context of this story?  What does Sylvia essentially learn to do that other characters do not (note, along these lines, that Sylvia is gradually separated from the other characters)? this is why the final scenes, Sylvia's analysis of the clown, and scenes involving Sylvia and Sug, then Sylvia alone ( and her final comments) are important--otherwise, it would be easy to say that both Sylvia and Sug were "educated" in the same way; there is, however, as I suggest above, a great difference; consider that they literally--and symbolically--split, going in different directions, at the end. Where does Sug say she will go and what does she suggest they do; how does this contrast with where Sylvia goes and what she does, and why is it significant that she does it alone?  It is important to provide some evidence from the story about Sylvia's attitude at the beginning, so we can see how she begins to change; it is especially important is to compare her attitude and behavior in the beginning with the end, and account for this change (as above). It is important to not how the "strength" of her voice at the beginning of the story differs from the voice after the exprience at FAO Schwartz. We can say her voice that the beginning was primarily bravado--masking what? We see her lose her voice at the threshold of the toy store (threshold for entry into what, literally and symbolically?)--why? Suggesting what? In her analysis of the clown, later, she regains a strength of voice--but quite different from the early pars. of the story. What was missing there that now grounds her new found strength of voice? We can say this new voice  is gounded not in bravado, but self-confidence--how, in what way, derived from what? Why is it significant that she actually references Ms. Moore in this scene, to support a point she is making? What does this scene and others that follow suggest she is learning to do, perhaps still somewhat despite herself (as when she says earlier, while at the toy store, "I hear myself saying...); the old Sylvia is still there of course, as sentences that follow suggest, but with a difference, and her competitive drive has been turned toward someting more substantial by the end of the story.

You may consider that there are actually two "lessons" being taught, one having to do more generally with economic inequality, but the second, more essential, life-long and life-changing lesson--i,e, is Ms Moore concerned with simply pointing out economic inequality? If this were the only lesson, what would happen when she is no longer around to tutor the kids? Without the second, more significant lesson Sylvia learns, the former will have little staying power. As always, consider details of character (behavior, appearance, etc.) action/interaction, dialogue, as well as other elements of fiction, in your analysis. Focus on specific details of the scenes noted above.  Comment specifically on what Sylvia observes, says, and does, what she goes off to do at the end of the story, how she describes that activity, and how this differs from behavior and goals at the beginning, etc., and how we see this change developing through key scenes in the story.

So, as always, in the first paragraph, following a brief but comprehensive plot overview, a clear focal statement should be presented.  In this case, the thematic statement has more to do with a skill Sylvia learns, rather than any concept per se.--what is this "skill"? 

The main body of the essay should select specific scenes from the beginning, middle, and end of the story and analyze details to show conflict and change. What evidence is there in the beginning that Sylvia may potentially have this ability. or skill, and how do we see it develop, and what changes in behavior/attitude go along with it? Details of setting, character action, interaction with other other characters and elements of the setting, dialogue with other characters (as well as inner dialogue), and character observations should all be discussed with a clear relation to the ideas stated in the essay thesis. 

    Remember--don't just generalize--analyze

Teaser: consider names, esp the trio of main characters: Ms Moore, Sylvia, Sug.  How does sugar become artificial sweetener by the end of the story ("artificial" rhymes with?); what more is there to the lesson Sylvia learns (It is evident, ealry in the story,  that Ms. Moore knows Sylvia is capable of more--how so? what details suggest this...?)

Below are some comments on blogs from previous classes, related to above, that may be helpful (taken from the following: the second "English 40" blog (3rd set from bottom of previous blogs) and "English" blog (also 3rd set from bottom of  previous blogs; excerpts included below):

Do you think the point is that they [the "students"] should strive for the middle-upper middle class consumer-based lifestyle, or is it to make them critically conscious about socio-cultural and class issues, to encourage them to "compete" in more purposeful ways--not to be more materially successful,but to actively engage them in critical thinking? Who is the main character, here, and what is her conflict in relation to larger socio-economic issues the story broaches?--i.e., who changes most, and what kind of change does that character experience? A lot of this story is about building awareness--a "coming of age" in a certain way...? Focus on some key scenes, dialogue exchanges, etc. that suggest this.

Consider for eg. the opening par.--what's the narrator's attitude? what kind of things are on her mind and how does this characterize a certain kind of world view--in contrast to the closing par. what has changed?  How has the narrator's (Sylvia's) attitude changed? trace this development--when do you begin to notice this change, and how does the final paragraph of the story take a previous thought the character has in a different direction? How has Ms Moore provided a catalyst for this change in attitude? Note the specific details that suggest this.

RE both lessons: Did she [Ms Moore] "impose" the lessons--let's think about this method of teaching as "active learning."

The idea of an "awakening" can be explored in different ways/degrees for each of the characters--the narrator and Sugar at the top of the heap.., and yet, how deep do Sug's realizations go (also let's not forget Ms. Mallard in Story of an Hour! ha--could be an interesting comp/contrast, though completely different in the specific terms...)?